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O F F IC E O F H E A D S TA R T 1 OHS CAMP Series - PowerPoint PPT Presentation

Jan 23, 2023 •128 likes •434 views

OLLABORATING CTIVELY IN EANINGFUL LANNING O F F IC E O F H E A D S TA R T 1 OHS CAMP Series Each conversation is designed to: Empower grantees to make reasonable decisions Explore how meeting HSPPS requirements may look

  1. OLLABORATING CTIVELY IN EANINGFUL LANNING O F F IC E O F H E A D S TA R T 1

  2. OHS CAMP Series Each conversation is designed to: ▪ Empower grantees to make reasonable decisions ▪ Explore how meeting HSPPS requirements may look different ▪ Reinforce grantees need to use community data and state and local guidance to make informed decisions ▪ Ensure the health and safety of staff, children, and families comes first O F F IC E O F H E A D S TA R T 2

  3. Today’s Session Overview: ❑ § 1301 Program Governance ❑ § 1302 Subpart I – Human Resources Management ❑ Timelines in HSPPS ❑ Wages O F F IC E O F H E A D S TA R T 3

  4. OLLABORATING CTIVELY IN EANINGFUL LANNING §1301 Program Governance O F F IC E O F H E A D S TA R T 4

  5. Do programs need to provide information, reports and training to their governing bodies during the COVID-19 pandemic? Yes, programs are required to provide information, reports and training to their governing bodies during the COVID-19 pandemic. Governing bodies play an important role in grantee decision making processes. Governing bodies should play an active role informing budgetary and other decisions impacting all aspects of program design and service delivery in an effort to best meet the needs of enrolled children and families. Training for governing bodies can happen virtually. Governing bodies should be continually updated on changes and challenges as programs navigate through their COVID-19 response. § 1301.2 Go Governin ing bo body dy O F F IC E O F H E A D S TA R T 5

  6. Are there any changes in the expectations for Policy Council? No. Programs should establish Policy Councils for the 202-2021 school year, and should find creative solutions for their engagement. Policy Council members can meet via the phone or through other virtual connections. Programs should work to ensure parents remain an important part of the decision making process as programs navigate through their COVID-19 response. § 1301.3 Polic olicy cou ouncil il and and po polic icy com ommit ittee O F F IC E O F H E A D S TA R T 6

  7. Are programs able to host virtual Board, parent committees, and policy committees? Are digital signatures accepted? Yes. Finding creative solutions to program governance during the 2020-2021 school year will be an important part of successful recovery efforts. Programs may host virtual Board, parent committees, and policy committees. Digital signatures and electronic records are recognized equivalents of an official paper files. § 1301.4 Par arent com ommit ittees O F F IC E O F H E A D S TA R T 7

  8. OLLABORATING CTIVELY IN EANINGFUL LANNING §1302 Subpart I – Human Resources Management O F F IC E O F H E A D S TA R T 8

  9. If state or local fingerprinting offices have been closed indefinitely due to COVID-19, do grantees still need to comply with background check requirements? At a minimum, grantees must comply with current Head Start Act requirements found at Section 648A(g) , which states grantees must complete a criminal record check prior to hiring a new individual. Despite the current closures of many state and local fingerprinting offices, a name-based check can be completed using an internet-based background check service. The comprehensive background check requirements found in the Head Start Program Performance Standards (HSPPS), which include fingerprinting, are scheduled to go into effect Sept. 30, 2021. Those grantees that are required to follow their state licensing regulations to comply with the updated Child Care and Development Block Grant Act requirement on background checks should check with their individual state licensing department about additional requirements. At this time, the federal Office of Child Care has approved waivers on various components of the comprehensive background checks for nearly half the states and territories. State Child Care and Development Fund administrators are making state-based decisions about waivers of background checks for licensed programs during the COVID-19 pandemic. Many states are accepting the same name-based checks referenced above, in addition to a check of the National Sex Offender Public Website. § 1302.90(b) Background checks and selection procedures. O F F IC E O F H E A D S TA R T 9

  10. Are programs expected to continue to meet coaching requirements? Yes, programs must continue to meet the intensive coaching requirements of the HSPPS, which require programs to identify staff that need intensive coaching. Implementing these intensive coaching requirements might look different during the 2020-2021 program year, as some programs may modify their program options and schedules. Programs providing center-based, home-based and family child care services should consider how to continue coaching while limiting exposure of other adults to children and teaching staff. In an effort to reduce the risk of spreading COVID-19, programs may want to consider other ways to provide coaching, such as remote or virtual coaching for individuals or groups. If programs provide virtual education services to children, they could also consider providing virtual observations of education staff and virtual coaching visits. OHS continues to provide strategies and resources to support programs in this area and encourages programs to reference the Head Start Coaching Companion on the ECLKC. The ECLKC also provides professional development resource topics (i.e. practice-based coaching, teaching and home visiting strategies) that can support all staff and those education staff not receiving intensive coaching. §1302.92(c) Training and professional development O F F IC E O F H E A D S TA R T 10

  11. If staff are at increased risk for severe illness from COVID-19, how can programs prioritize their safety? This is a very challenging time for staff and staff whose family members are part of populations identified by CDC as being at higher risk of serious illness or needing extra precautions from COVID-19. For staff who are at higher risk, programs should carefully consider whether those staff can continue to fulfill their duties if they are unable to return to in-person work environments, or can perform needed and necessary work in alternative environments. For instance, if programs are providing some virtual services, they could assign those staff to teach or provide home visits or other services in the virtual environment. Every effort should be made to align available positions with the strengths and needs of existing staff. O F F IC E O F H E A D S TA R T 11

  12. If programs are providing virtual services to enrolled children and families, how can they continue to promote effective communication with families with limited English proficiency? Programs must continue to ensure staff are able to communicate effectively with children who are dual language learners (DLLs) either directly or through interpretation and translation, and to the extent possible, with families with limited English proficiency. In instances where a family has limited English proficiency and no staff members speak the family’s home language, programs should ensure effective communication with the family in their home language through use of community partners, consultants, interpreters, and virtual technology options. Culturally and linguistically appropriate communication plans must address services to meet the unique needs of each family within the program. §1302.90(d) Communication with dual language learners and their families O F F IC E O F H E A D S TA R T 12

  13. Must programs ensure that all staff receive the required 15 clock hours of professional development during the 2020-2021 program year? Yes, programs should ensure all staff receive the required 15 hours of professional development during the 2020-2021 program year. Programs must continue to provide ongoing training and professional development to support staff in fulfilling their roles and responsibilities. Programs might consider modifying individual and program-wide professional development plans in response to programmatic changes. OHS offers many online learning modules on the ECLKC where staff can earn Continuing Education Units (CEUs) and certificates of participation, through the Individualized Professional Development (iPD) Portfolio and Early Educator Central. To support staff in their efforts to effectively communicate with DLL families, webinars are available on the ECLKC that address ethnic backgrounds, culture and heritage, language, etc. §1302.92(b)(1) Training and professional development O F F IC E O F H E A D S TA R T 13

  14. Programs may have lower numbers of staff or new staff. How can we mitigate incidents of maltreatment or children left unattended? Programs must ensure sufficient supports exist to detect and mitigate inappropriate teacher- child interactions that could result in maltreatment or a child being left alone. Incidents of maltreatment or a child left unattended are often related to insufficient support of staff who are overwhelmed, or who lack the skills necessary to consistently implement positive strategies to support children’s well -being and safety. Programs must recognize this coming year will be challenging, particularly as centers open and staff, parents and children learn new health and safety procedures, and plan to support staff accordingly. §1302.90(c) Standards of conduct O F F IC E O F H E A D S TA R T 14

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